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IOSR Journal of Research & Method in Education (IOSR-JRME)Volume 1, Issue 1 (Jan.Feb. 2013), PP 01-04www.iosrjournals.org

www.iosrjournals.org 1| Page

Social Intelligence of Undergraduate Students In Relation To

Their Gender and Subject Stream

* Dr. Sumanlata Saxena, ** Dr. Rajat Kumar Jain*Assistant Professor, Education Department Kalyan Post Graduate College, Sector-7, Bhilai Nagar,

Chhattisgarh

**Assistant Professor, Education Department Shri Shankaracharya Mahavidyalya, Sector-6, Bhilai Nagar ,

Chhattisgarh

Abstract: Social Intelligence is of more importance in the present life style due to growing tensions stressesand various complexities. It can be learned, developed and used as an effective life skill for managing personal

life, interpersonal relationships and achieving success in all the walks of life.

The present study was conducted to know the social intelligence of male and female undergraduate

students of science and Arts subject streams studying in various degree colleges of Bhilai city,Chhattisgarh. For

this purpose descriptive survey method was used. 60 male and 60 female undergraduate students were selected,for the sample by adopting stratified disproportionate random sampling technique. The data was collected byusing Social Intelligence Scale (SIS) constructed and standardized by Chadda and Ganesan (2009). The data

was analyzed by usingt test.

The findings of gender analysis indicates that female students posses more social intelligence than

male students and analysis of stream indicates that arts students are having greater social intelligence than

students of other streams.

Key Words: Social Intelligence, Undergraduate Students, gender and subject streams.

I. IntroductionThorndike (1920) studies Intelligence in its three facets, pertaining to understand & manage ideas

(abstract intelligence), concrete objects (mechanical intelligence) and people (social intelligence). Socialintelligence is the persons ability to understand and manage other people and to engage in adaptive social

interactions (Thorndike, 1920). Social intelligence has two key constituents which are distinctly personal and

social in nature, one is intrapersonal intelligence and other is interpersonal intelligence. Intrapersonal

intelligence is the persons ability to gain access to his or her own internal, emotional life while interpersonal

intelligence is the individuals ability to notice andmake distinctions among other individuals.

Several definitions of social intelligence have been offered by theorists, but all share two commoncomponents (a) the awareness of others (b) their response and adaptation to other and the social situations

(Goleman, 2006; Kobe, Rester-palmon and Rickcrs, 2001). Social intelligence is a mental ability distinct from

abstract and mechanical intelligence (Thorndike, 1920). Ford and Tisak(1983) defined social intelligence in

terms of behavioral outcomes and were successful in supporting a distinct domain of social intelligence. They

defined it as ones ability to accomplish relevant objectives in specific social settings. Marlowe(1986) equated

social intelligence to social competence. He defined it as the ability to understand the feelings, thoughts and

behaviors of persons, including one self, interpersonal situations and to act appropriately upon that

understanding. (1982, P-15)

It is difficult to lead a successful life in a society without social intelligence. Social intelligence helps

an individual to develop healthy co-existence with other people. Socially intelligent people behave tactfully and

prosper in life. Social intelligence is useful in solving the problems of social life and help in tackling varioussocial tasks. Thus social intelligence is an important developmental aspect of education. Several studies have

shown that social intelligence is multidimensional and distinguishable from general intelligence domains (Jones

and Day, 1997; Marlowe, 1986; Weis et al.). These concepts of social intelligence are incorporating internal &

external perceptions, social skills and other psychosocial variables, (Taylor,1990). Marlowes (1986) model of

social intelligence comprised five domains- personal attitude, social performance skills, empathetic ability,

emotional expressiveness and confidence. Pro-social attitude is indicated by having an interest and concern forothers, social performance skills is demonstrated in appropriate interaction with other, empathetic ability refers

to ones ability to identify with others, emotion expressiveness describes ones emotionality towards others and

confidence in social situations is based on ones comfort level in social situations Weis and Sub(2007) showed

that social undertaking and social knowledge were separate constructs of social intelligence. Willimann, fedlt

and Amelang (1997) viewed supporting harmony and restoring equilibrium between individuals as acts of being

socially intelligent.

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Social Intelligence of Undergraduate Students in relation to their gender and subject stream.


The review of related literature on social intelligence reveals that the construct of social intelligence

has attracted many researchers. Success in academic performance of the students depends on their intelligence

(Panigrahi, 2005) and it is positively related to social intelligence (Brown & Anthony, 1990). Bailey (1968)

studied the assessment of social intelligence among the students of fifth grade using friendship rating which

revealed that social intelligence (pear acceptance) co-varies with academic achievement. Higher achievers score

more on social intelligence (Saxena & Panigrahi, 2009). Riggio, Messamer and Throkomorton (1991) revealedthat academic and social intelligence are conceptually distinct but overlapping constructs.

Singh (2007) found no significant difference in social intelligence between low creative & high

creative adolescents and between high creative boys and high creative girls. Kaur and Kalaramna (2004)

conducted the study to assess the existing levels of inter-relationship between home environments, social

intelligence and socio-economic status and found that socio-economic status and home environment affectsocial intelligence. Vyrost and Kyselova (2006) investigated interconnections between social intelligence,

wisdom, values and interpersonal personality traits. The result revealed close mutual relations between social

intelligence and wisdom related knowledge. Chesnokova (2005) observed that the development of social

intelligence with age goes through stages. Gnanadevan (2007) concluded that the social intelligence scores of

the students differed significantly with respect to caste, mothers education and parents income but did not

differ significantly with respect to gender, fathers education, mothers occupation or fathers occupation.Gakhar and Bains (2009) found that arts students are more socially intelligent than science students.

Various studies have been conducted on social intelligence in relation to academic achievements(Bailey, 1968; Brown & Anthony, 1990; Riggio, Messamer & Throkomorton, 1991 and Saxena & Panigrahi,

2009). Effect of some other variables on social intelligence has also been studied such as creativity (Singh,

2007), home environment and socio-economic status (Kaur & Kalaramna, 2004), wisdom, values and

interpersonal personality traits (Vyrost & Kyselova, 2006), age (Chesnokova, 2005), caste, gender, parents andparents occupation(Gnanadevan,2007). However, it was felt that it is necessary to study the effect of gender

and subject stream on social intelligence.

The review of literature reveals that this relationship has not been explored yet, hence the present

investigation was undertaken to find out the social intelligence of undergraduate students in relation to their

gender and subject streams.

Objectives of the Study: The objectives of the present study were as follow-

(1) To Study the social intelligence of undergraduate students in relation to their gender.

(2)

To Study the social intelligence of undergraduate students in relation to their subject streams.Hypotheses: The present study is based on the following hypotheses-

(1) There is no significant difference between social intelligence of undergraduate student on the basis oftheir gender.

(2) There is no significant difference between social intelligence of undergraduate students on the basis of

their subject streams.

II. MethodologyResearch Model-

Descriptive survey model was used in the present study.

Participants-

For the selection of sample stratified disproportionate random sampling technique was adopted. Thesample consisted of 120 first year college students comprising 60 male and 60 female belonging to research

science and arts subject from the degree college of Bhilai city, Chhattisgarh.

Measures-

Social intelligence scale (SIS) constructed and standardized by chadda and Ganeshan (2009) was used

to assess the social intelligence of undergraduate students. The scale has eight dimensions namely: Patience,

cooperativeness, confidence level, sensitivity, recognition of social environment, tactfulness, sense of humour

and Memory. The respondents were instructed to tick mark one out of the three choices as per applicability of

the response to them. The total social intelligence score was determined by summing up the scores of all the

dimensions.

Statistics used-

Mean, standard deviation andt ratio were used to analyze the date.

III.Result and Discussion

The table-1 indicates that there exists significant difference between male and female undergraduatestudents on overall social intelligence. Out of eight dimension significant difference was observed in patience,

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cooperativeness, sensitively and recognition of social environment between male and female students. However,

significant difference between male and female students was not observed in confidence level, Tactfulness,

sense of humour and memory dimensions. Table indicates that females are more socially intelligent than males.

Also, females have more patience and sensitivity, better cooperativeness and recognition of social environment

than their counterparts. At the same time confidence level, tactfulness, sense of humor and memory are the

dimensions in which males and females do not have any significant difference. This result is in contrast to theobservations made by Gnanadevan (2007) who did not found any gender differences.

Table-1 Values of Mean, SD and t-ratio to show the difference in social intelligence of undergraduate student in

relation to gender.

S.No. Variable Group M SD T-Ratio

1. Social IntelligenceMale 108.35 8.12

2.98**Female 111.66 9.03

2. PatienceMale 21.13 1.81

3.49**Female 22.10 2.45

3. CooperativenessMale 25.82 2.50

3.50**Female 27.13 3.24

4. Confidence Level

Male 22.01 3.01

0.16Female 22.07 2.76

5. SensitivityMale 20.28 2.64

3.69**Female 21.63 3.05

6.Recognition of Social

Environment

Male 0.91 0.683.77**

Female 1.25 0.73

7. TactfulnessMale 4.05 1.17

1.25Female 4.22 0.93

8. Sense of HumorMale 3.98 1.42

1.61Female 4.20 1.21

9. MemoryMale 10.28 1.40

1.81Female 9.63 1.94

* = .01, ** = .05

Table-2 Values of means standard deviation and t-ratio to show the difference in social intelligence of

undergraduate students in relation to their subject streams.

S.No. Variable Group M SD T-Ratio

1. Social IntelligenceScience 107.06 7.82

2.46*Arts 109.67 8.57

2. PatienceScience 20.37 2.21

2.29*Arts 20.99 1.92

3. CooperativenessScience 25.87 2.30

4.25*Arts 27.40 3.19

4. Confidence LevelScience 21.53 2.78

1.25Arts 21.98 2.58

5. Sensitivity

Science 20.47 2.60

4.43*Arts 22.02 2.70

6.Recognition of Social

Environment

Science 0.93 0.574.44*

Arts 1.33 0.81

7. TactfulnessScience 3.40 0.80

2.75*Arts 3.73 1.06

8. Sense of HumourScience 3.86 1.31

0.84Arts 3.73 1.06

9. MemoryScience 9.80 1.27

4.0*Arts 8.80 2.48

It is clear from the table no-02 that science and arts undergraduate students do differ in overall social

intelligence. Significant difference is also found in dimension-Patience, cooperativeness, sensitivity, recognition

of social environment, Tactfulness and Memory, but not in confidence level and sense of humor. It means thatarts undergraduate students are more socially intelligent than science students. Marlowe (1986) suggested that

individuals who are socially intelligent appear to experience a rich, meaningful life, as opposed to truncated

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affective experiences. Furthermore, aspects of social intelligence have been found to be associated with

enhanced social problem-solving abilities (Jones & Day, 1991), experienced leadership (Kobeetal, 2001), and

positive interpersonal experience (Cheng et al.). At the same time they also possess better patience,

cooperativeness, sensitivity, recognition of social environment and tactfulness. However, science undergraduate

students seem to possess better memory power than their counterparts. At the same time no significant

difference is observed in their confidence level & sense of humour. Gakhar and Bains (2009) also found artsstudents to be more socially intelligent than science stream student.

References[1] Bailey, J.A(1968) Social intelligence, achievement and the elementary school child.www.eric.ed.gov

[2] Brown and Anthony (1990) Continuing the search for social intelligence.

[3] Personality and individual difference, 2(5) 463-470.[4] Chadda, N.K. and Ganesan, U.(2009) Manual of social intelligence scale, Agra National Psychological cooperation.

[5] Chesnokova, O. (2005), Cunning and social intelligence in children. www.lancs.ac.uk

[6] Gakhar, S.C. and Bains, (2009) A study of social intelligence and achievement motivation of students of arts and science stream.Journal of educational studies, 7(2) 56-59.

[7] Gnanadevan, R. (2007) Social intelligence of higher secondary students in relation to their socio-economic status, Journal of

Community Guidance and Research, 24(3) 340-346.

[8] Kaur, H and Kalaramna, A(2004) Study of interrelationship between home environment, social intelligence and socio-economic

status among male & female, Journal of Human Ecology, 16(2), 137-140.

[9] Panigrahi, M.R. (2005) Academic Achievement in relation to intelligence & socio-economic status of high school students.Edutracks, 5(2), 26-27.

[10] Riggio, R.E. ; Messamer, J. and Throckmorton, B(1991) Social and academic intelligence: conceptually distinct but overlapping

contracts. Personality and Individual Differences, 695-700.[11] Saxena S. and Panigrahi S.(2009) Social intelligence of high and low achieves undergraduate students. Journal of Educational

studies, 7(2), 31-34.

[12] Singh, S. (2007)Emotional intelligence, social intelligence, adjustment and personality differentials of adolescents with high &low creativity Ph.D.Thesis P.U.Chamdigerth

[13] Vyrost, J. and Kyselova, M.(2006) Personality correlates of social intelligence. Studia Psychologica 48(3), 207-212.

[14] Weis, S. & Sub, H (2007) Reviving the search for social intelligence. A multi trait, multi method study of its structure andconstruct validity personality and individual differences. 142, P-2, 3.

[15] Wong, C.T., Day, J.D, Maxwell, S.E. and Meara, M.M (1995) A multi trait multi method study of academic and social

intelligence in college students. Journal of educational psychology, 87(1), 117-133.[16] Willmann, E., Feldt, K., and Amelang, M. (1997) Prototypical behavior pattern of social intelligence. An intercultural

comparison between Chinese and German subjects, international Journal of psychology, 32(5), 329-346.

[17] Taylor, E.H. (1990) The assessment of social intelligence, psychotherapy, 27(3), 445-457.[18] Kobe, L.M., Reiter-palmon, R. and Rickers, J.D (2001) Self reported leadership experiences in relation to inventoried social and

emotional personality and social, 20(2), 154-163.[19] Marlowe, H.A. (1986) Social intelligence: Evidence for multi dimensionality and construct independence, Journal of educational

psychology, 78(1), 52-58.

[20] Jones, K. and Day, J.D. (1997) Discrimination of two aspects of cognitive social intelligence from academic intelligence.

Journal of educational psychology, 89(3), 486-497.[21] Cheng, C., Chiu, C, Hong, Y., and Cheung, J.S. (2001) Discriminative facility and its role in the perceived qualities

of interactional experiences, Journal of personality, 69(5), 765-786.

[22] Gereman, D. (2006) Social intelligence: The new science of humour relationship, Newyork: Bantam Books.
http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.lancs.ac.uk/http://www.lancs.ac.uk/http://www.lancs.ac.uk/http://www.lancs.ac.uk/http://www.eric.ed.gov/

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IOSR Journal of Research & Method in Education (IOSR-JRME)Volume 1, Issue 1 (Jan.Feb. 2013), PP 05-10www.iosrjournals.org

www.iosrjournals.org 5 | Page

Relationship Between Teachers Educational Qualifications And

Students Achievement In Chemistry:A Case Study Of Owerri

West LGA

Unanma, A. O.1, Abugu, H. O.

2, Dike, R. C.

3and Umeobika U. C.

2

1(Department of Educational psychology, Imo State University, Owerri, Imo State, Nigeria)

2(Department of Pure and Industrial Chemistry, Nnamdi Azikiwe University Awka, Anambra) State, Nigeria

3(Chemistry Department

Alvana Model Secondary School, Imo State, Nigeria)

Abstract: This study examined the relationship between Teachers academic qualifications and academicachievement of Senior Secondary school Students in Chemistry. The area for the study was Owerri West LGA.

A case study of four secondary schools formed the research design. Teachers academic qualifications and the

SS I students third term result formed the data which was analysed using simple percentage and Pearson

Correlation. Three research questions were answered and the findings of the research reviewed that there is a

positive relationship between the teachers academic qualifications and students academic achievement. Since

teachers professional qualification influences students academic achievement in Chemistry, the government and

all stakeholders in education sector should endeavour to implement its policy on basic education for all and

thus, create an enlightened society in which every Chemistry teacher would be educated enough to have apositive influence on their Chemistry students for better achievement in the subject.

Key words: relationship, academics, performance, achievement, teachers.

I. IntroductionThe differential scholastic achievement of students in Nigeria has been and is still a source of concern

and research interest to educators, government and parents. This is so because of the great importance that

education has on the national development of the country. All over the country, there is a consensus of opinion

about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total

agreement that their huge investment on education is not yielding the desired dividend. Teachers also complainof students low performance at both internal and external examinations. The annual releases of SeniorSecondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC)

justified the problematic nature and generalization of poor secondary school students performance in differentschool subjects. For instance, the percentage of failure compared with students who passed English and

Mathematics between 2004 to 2007 are shown in tables 1 and 2.

Poor academic performance according to Aremu (2003) is a performance that is adjudged by the

examinee/testee and some other significant as falling below an expected standard. Poor academic performancehas been observed in school subjects especially mathematics, chemistry and English language among secondary

school students (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the

students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all

spheres of the economy and politics. Education at secondary school level is supposed to be the bedrock and the

foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that

can be used to achieve a more rapid economic, social, political, technological, scientific and culturaldevelopment in the country. The National Policy on Education (2004) stipulated that secondary education is an

instrument for national development that fosters the worth and development of the individual for further

education and development, general development of the society and equality of educational opportunities to all

Nigerian children, irrespective of any real or marginal disabilities.

The role of secondary education is to lay the foundation for further education and if a good foundation

is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different

times have passed the blame of poor performance in secondary school to students because of their low retention,

parental factors, association with wrong peers, low achievement, low retention, low achievement motivation and

the likes (Aremu & Sokan, 2003; Aremu & Oluwole 2001; Aremu, 2000).

Morakinyo (2003) believe that the falling level of academic achievement is attributable to teachersnon-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is

reflected in their poor attendance to lessons, lateness to school, unsavoury comments about students

performance that could damage their ego, poor method of teaching and the likes affect pupils academicperformance.

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Relationship Between Teachers Educational Qualifications And StudentsAchievement In Chemistry:


The question therefore is what is the cause of this fallen standard and poor academic performance of

students? Is the fault entirely that of teachers or students or both of them? Is it that students of today are non-

achievers because they have low intelligent quotient and a good neutral mechanism to be able to act

purposefully, think rationally and deal effectively with academic tasks? Or is it because teachers are no longer

putting in much commitment as before? Or is it in teachers method of teaching and interaction with pupils? Or

is the poor performance of students caused by parents neglect, separation and poverty? The present studytherefore sought to find out the relationship between teachers qualification and students academic achievementin chemistry in Owerri West LGA.

II. Statement of the ProblemBased on this background, and the poor performance of students in external examinations as

exemplified in tables i and ii, the central problem of this study is that secondary school students perform poorly

in both internal and external examinations particularly in chemistry.

Table i: The West African Examinations Council (WAEC) Performance in the Senior School Certi ficateExaminations: May/June, 2004-2007: Mathematics

YEAR TOTAL NO OF

CANDIDATE

CREDIT A1-C6 PASS P7-P8 FAIL F9

% % %

20042005

2006

2007

10195241054853

1149277

1249028

33.9738.20

41.12

46.75

28.1625.36

31.09

26.72

34.4734.41

24.95

24.24

Source: Statistics Office, WAEC, Lagos, Nigeria. (2009)

Table ii: The West African Examinations Council (WAEC) Performance in the Senior School CertificateExaminations: May/June, 2004-2007: English

YEAR CREDIT A1-C6 FAIL F9

% %

2004

2005

20062007

29.59

25.36

34.4829.94

37.61

36.93

29.6526.54

Source: Statistics Office, WAEC, Lagos, Nigeria. (2009)This poor performance has generated a lot of concern amongst stakeholders in education business. As a result,

this study sought to investigate the extent to which teachers academic qualifications affect students academicachievement in chemistry.

III. Purpose of the StudyThe study sets out clearly among other things to find out, if there is a relationship between teachers

qualification and academic achievement of students in Owerri West LGA. Specifically this study will find out

1. The academic qualifications of chemistry teachers in Owerri west LGA Secondary Schools.

2. The level of academic achievement of students offering chemistry in senior secondary schools in Owerri West

LGA.

3. If there is a relationship between the academic qualifications of chemistry teachers and students academic

achievement in senior secondary schools in Owerri West LGA.

IV. Method

4.1 Research DesignA correlational research design which seeks to find out the relationship between the academic

qualification of teachers and academic achievement of students in Owerri West LGA was used in this study.

4.2 Area of the StudyThe area of this study is Owerri West local Government area. The local government area is bounded by

Owerri North, Owerri Municipal and Mbaitoli LGA. Its dwellers are mostly civil servants, traders, farmers,

craftsmen and unskilled workers.

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4.3 Population of the studyThe population for this study comprises of all senior secondary school students (SSI) in Owerri West

LGA of Imo state, who have written their third term examination in chemistry. There are 11 Imo state ownedsecondary school in Owerri West LGA, with a total population of 545 (five hundred and fourty five) SSI

students (SEMD, 2012). A total of 250 SS I students and 18 chemistry teachers from four secondary schools

were used for the study

4.4 Sampling and Sampling TechniquesA random sampling technique was used to select four schools out of the 12 secondary schools in

Owerri West LGA. The 12 schools were written in a small piece of papers with numbers assigned to each school

and the paper was folded to conceal the numbers and placed in a container. The container was shuffled and four

pieces of the paper was picked randomly to select four schools.

4.5 Instruments for Data CollectionIn order to gather information needed for this study, the sources of the data was purely from checklist.

The data for this study consisted of grades of students in SSI Class and their chemistry teachers qualifications.The results were collected from the respective offices of the principals of the above selected schools.

4.6 Methods of Data AnalysisIn analysing data gathered for this study, the researcher employed a descriptive statistic by the use of

percentages and mean. The qualification of teachers from the various sampled schools will be shown according

to their type of certificate/degree while students academic achievements will be grades into pass or fail andexpressed in simple percentage. Students academic achievement is shown with percentages and mean. Pearson

product moment correlational coefficient was used to establish the relationship between teachers academicqualification and students academic achievement in chemistry. Teachers qualification was graded and the

proportion of each grade worked out.

V.

ResultResearch Question 1: What are the academic qualifications of chemistry teachers in Owerri West LGA?

This research question is answered by Table 3, which gives the academic qualifications of chemistry teachers in

the sampled schools

Table iii: Qualification of Chemistry Teachers in the sampled Schools

Qualification and number of Chemistry

Teachers

S/n Name of School Ph.D. M.Sc (Ed) PGDE B.Sc (Ed) HND NCE

1 A - - - 2 - -

2 B - - - 2 - -

3 C. - - 1 2 - -

4 D - 3 - - - -

Table iii shows that chemistry teachers in the selected schools posses at least a minimum of first degree in

chemistry.

Research question 2: What is the academic achievement of chemistry students in Owerri West LGA?This research question is answered by a table showing the percentage of pass or fail and the mean of the

academic achievement of chemistry students in the sampled schools

Table iv: Academic Achievements of School A

SS I Mean Score

S/N Score Range Grade Number of

Students

%

48.41 039 F 17 42.52 4044 E 4 10.03 4549 D 2 5.004 5064 C 4 10.05 6569 B 1 2.506 70 - 100 A 12 30.0TOTAL 40 100%

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Table v: Academic Achievements of School B

SS I Mean

Score


Students

%

46.31 039 F 15 30.612 4044 E 7 14.293 4549 D 5 10.204 5064 C 3 6.125 6569 B 5 10.206 70 - 100 A 14 28.57

TOTAL 49 100%

Table vi: Academic Achievements of School C

SS I Mean

Score


Students

%

57.31 039 F 0 0.002 4044 E 10 16.133 4549 D 11 17.744 5064 C 10 16.135 6569 B 18 29.036 70 - 100 A 13 20.97

TOTAL 62 100%

Table vii: Academic Achievements of School D

SS I Mean

Score


Students

%

65.21 039 F 2 2.022 4044 E 15 15.153 4549 D 18 18.184 5064 C 14 14.145 6569 B 20 20.206 70 - 100 A 30 30.30

TOTAL 99 100%

The summary of students achievement in tables iv, v, vi and vii shows that chemistry students in the sampledschools had more than 50% and mean scores of 48.3, 46.3, 57.3 and 65.2 respectively.

Research question3: Is there a relationship between teachers academic qualifications and students academic

achievement in chemistry? This is answered by a table which gives the product moment correlational coefficient

of teachers academic qualification and mean of students academic achievement in chemistry.

Table viii: Teachers Academic Qualification and Students Mean Academic Achievement in ChemistryS/n Name of school Teacher qualification Grade Proportion Students

mean score

Product

MomentCoefficient

1 A BSc(ed) 3 50 48.4

0.952 B BSc(ed) 3 50 46.3

3 C PGDE, BSc(ed) 3, 4 59 57.3

4 D MSc(ed) 5 83 65.2

Decision: if the coefficient is equal to (1), there is a perfect positive correlation, that is, a change in one variableleads to a change in another variable (Akuezuilo and Agu, 2003).

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Summarily therefore, there is a strong linear relation between teachers academic qualifications and students

academic achievement in chemistry in Owerri West LGA, Imo State.

VI. Discussion and ConclusionThe findings of this study revealed that chemistry teachers in Owerri West LGA had the required

professional qualifications to teach chemistry and there is a perfect positive relationship between teachersqualification and students academic achievement in chemistry. This finding is in line with that of Asikhia (2010)

and Umar-ud-Din et al (2010) who in their study showed that teachers qualification influences studentsacademic performance. This is not in line with the findings of Dahar et al (2011) who observed in a similar

study that there is no much difference in teacher quality and student academic achievement in school subjects.

Teachers with higher qualification are in a better position to lead students to achieve more, as they are equipped

with the pedagogical content knowledge to teach their subjects. Also teachers who continually update their

knowledge by further degrees will be able to manipulate the learning environment and process to make learning

easier for their students.

This research also revealed that students achieve more when exposed to better learning conditions andmuch more qualified teachers as shown in table 8. This is in line with the findings of Agyeman (1993) who

noted that teachers who do not have any of the academic and the professional teaching qualification would

certainly have a negative influence on the teaching and learning of their subject.

VII. ConclusionThe enormity and consequence of poor academic achievement call for a serious concern. The more

reason why scholars have not ceased to turn their research beam light on the subject matter. The learning of

chemistry depends on the way it is presented to the learner, the way the learner actively interacts with the

learning experiences presented to him and the environment within which the learning takes place. With the

current increase in scientific knowledge the world over, much demand is placed and emphasis is laid on the

teacher, the learner and the environment in the whole process of teaching and learning of chemistry.

The study found that professional qualification has a positive relationship with academic achievement of SeniorSecondary School students in Chemistry within Owerri West LGA.

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national development. Department of Guidance and Counselling, University of Ibadan, Ibadan. 2003.

[7] O. A. Asikhia, Students and Teachers Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools[Nigeria]: Implications for Counselling for National Development. European Journal of Social Science. 13, 2 (2010).

[8] Federal Republic of Nigeria National Policy on Education. (Revised Edition). Lagos: Federal Ministry of Education.

2004.Morakinyo, Relative efficacy of systematic desensitization, self statement monitoring and flooding on subjects test anxiety.

Unpublished Phd. Thesis. University of Ibadan. 2003

[9] Muhammad Arshad Dahar, Rashida Ahmad Dahar, Riffat Tahira Dahar, Fayyaz Ahmad Faize, Impact of Teacher Quality on the

Academic Achievement of Students at Secondary Stage in Punjab (Pakistan). European Journal of Social Sciences. 19, 1, 2011.[10] State Education Management Board, Imo state Nigeria (2011).

APPENDIX 1Calculation of Pearson Correlation

S/N Teachers QualificationGrade (X)

Mean score

(Y)

XY X Y

1 50 48.4 2420 2500 2343

2 50 46.3 2315 2500 2144

3 116 57.3 6647 13456 3283

4 83 65.2 5412 6889 4251

Total 299 217.2 16794 25345 12021

A = 3/6 x 100 = 50B = 3/6 x 100 = 50

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C = 7/6 x 100 = 116

D = 5/6 x 100 = 83

Product Moment Correlation Coefficient (r) =

NXY -XY

[NX

2

(X)2][NY

2

(Y)

2

]Where r = Pearson r

X = Sum of Grades of teachers QualificationY = Sum of Mean score of students

N = Number of schools

r = 4 x 16794299 x 217.24 x 25345 (25345)2 x 12021(12021)2

r = 0.677

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IOSR Journal of Research & Method in Education (IOSR-JRME)e-ISSN: Applied.Volume 1, Issue 1 (Jan.Feb. 2013), PP 11-16www.iosrjournals.org


Perceived Impact of Library use on the Research Productivity of

Postgraduate Students at Babcock University, Nigeria

Onuoha, U.D., Ikonne, C. N & Madukoma, E.

Abstract:This study investigated the impact of library use on research productivity. The study was carried outusing the survey research method. The population was made up of 359 postgraduate students at BabcockUniversity, Ogun state. Sampling was enumerative as all members of the population were used for the study. Aself designed questionnaire was used for data collection. Results showed thatlibrary services are of utmostimportance to the research productivity of postgraduate students as all the respondents who were able to have

at least one publication within the last two years affirmed using the library. However, printed books wereranked as the most important library service for research. Although personal assistance of library staff wasranked very low in importance, suggestions made by the respondent for the training of library staff in order toimprove staff-user relationship show that the respondents value the assistance of library staff but may not be

happy with the way library staff relate to users presently.Keywords:Research productivity; Postgraduate students; Library services; Library use; Babcock University.

I. IntroductionThe main essence of having libraries in universities is to provide effective information services that

would enhance teaching, learning and research within the university community. Research is specifically

important within the university environment because it constitutes a major determinant of the educationalquality of an institution. Azad and Seyyed (2007) maintain that strong research profile adds to institutionalreputation, visibility, and recognition.

Despite the emphasis on research, several researchers have drawn attention to the falling standard ofeducation and low research output in Nigerian universities (Adeogun and Osifila 2010; Chiemeke, et al 2009).Several reasons were found accountable for this such as: obsolete research facilities where libraries are more orless archives of stale, archaic, and irrelevant materials; nonexistent research laboratories; low motivation for

research and high student enrollment. In as much as the university library cannot be held solely responsible forthe current status of education in Nigeria, it is worthwhile to access the role of the university library in aidingresearch especially at the postgraduate level. Indeed Poll (2001), affirms that the best testimony for an academic

library's quality is the impact of the librarys services on the educational process and the research results in theuniversity.

Brief History of Babcock University LibraryBabcock University has its roots in the Adventist College of West Africa (ACWA), established on

September 17, 1959. The school adopted the name Adventist Seminary of West Africa (ASWA) in 1975. Itbecame known as Babcock University by virtue of Decree 9, of 1993 when the government of the FederalRepublic of Nigeria in 1999 issued it the certificate of registration as a private university. Babcock UniversityLibrary is also a continuation of the Adventist Seminary of West Africa (ASWA) Library, which began at the

inception of ACWA in 1959. The library is made up of five service points, known as the Main library (M.L.),Education and Humanities (E.A.H) library, Management and Social Sciences (M.S.S.) library, Science andTechnology (S.A.T) library and Law and Security Studies (L.S.S) library.

II. Statement of the ProblemUniversity libraries are created with the major objective of supporting the information needs of those

within the university community. Literature however suggests that university libraries in Nigeria may not becarrying out this objective satisfactorily with increasing reports on low research productivity and decliningquality of graduates which is often attributed to obsolete and irrelevant materials in libraries. It is on the basis ofthis, that the present study investigates postgraduate students use of Babcock University library services with

the view of finding out the degree of its support to their research activities.

III. Objectives of the study

This study aims to accomplish the following objectives:1

determine the extent to which postgraduate students utilize Babcock university library;

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Perceived Impact of Library use on the Research Productivity of Postgraduate Students at Babcock


2

find out the degree of importance that postgraduate students attach to specific library services;

3 ascertain the research productivity of postgraduate students at Babcock University;4

establish the link between the use of library services and postgraduate students research productivity.

IV. Review of Related Literature

Objectives of University LibrariesUniversity libraries derive their mission from their parent organisations, thus the vision, mission and

strategies which are selected by universities as a guide for meeting the core functions of teaching, learning andresearch form the foundation on which the university library is built. The objectives of university libraries cantherefore be as diverse as the institutions themselves. The Kothari Commission of Education in India as cited byRao (1993), while stipulating the functions of the university library, recommended that the library should:

provide resources necessary for research in fields of special interest to the university; aid the university teacherin keeping abreast of developments in his field; provide library facilities and services necessary for the successof all formal programmes of instruction; open borders of ones own field of specialization; bring books and

other information materials, students and scholars together under conditions which encourage reading forpleasure, selfdiscovery, personal growth and the sharpening of intellectual curiosity. Considering all these,Buckland (1989), maintains that the major role of library services is facilitating access to documents. Everyother service rendered by the library is therefore considered as secondary. Obama (2005), however, summarizes

the essence of libraries by stating that the library represents the window to a larger world.

Postgraduate Students Use of University LibrariesLibrary use are those activities which occur primarily within the library and which reflects rather

traditional library functions such as circulating books and answering reference questions (Powell, 1988). A moreembracing definition of library use was given by Reitz (2004) who described library use as the extent to which

the facilities and resources of a library are actually used by its clientele. This definition seems more acceptableconsidering the fact that users now make use of library resources without stepping into the physical library spacewith the aid of technology.

Having obtained a first degree, it will not be out of place to assume that postgraduate students are not

novices when it comes to using the library as many of them would have used the library at one time or the otherin the course of obtaining a first degree. If this assumption is true, then postgraduate students are alreadyexposed to different library environments and services. In the opinion of Luzius and Webb (2002) the physical

library serves to provide access to technology, instruction to library use, a place to study among other things.These considerations are no doubt important to postgraduate students even though postgraduate students maynot necessarily be frequent visitors to the physical library itself as indicated by a number of studies (Lawrence,

Rudner, Miller-Whitehead and Gellmann 2002; King and Montgomery, 2002).While all aspects of library service may seem important to librarians in their quest to support research,

the case may not be the same with users, especially postgraduate students. In a study of user needs, satisfaction,and library performance at the University of Washington Libraries, Hiller (2001) found out that respondents

placed increased importance on electronic resources. Anunobi, Nwakwuo and Ezejiofor (2010) also affirmed theimportance of serials (print or non print) to postgraduate research as they maintain that serials form the bedrockof postgraduate research. In another study by Ikpaahindi (1985), findings revealed that majority of therespondents do not have their most important information need satisfied by the library as only 18.7 percent ofthe respondents in that study were nearly always successful in satisfying their most important information needs.

V.

Library Use and Research ProductivityAlthough the research process may have many outcomes, the NBEET studies (1993, 1994) indicate that

publications within education, journal articles, books, conference presentations and chapters of books are highlyvalued indicators of research performance.

Publications have been acknowledged to be the most valid, fair and direct measure of researchperformance amongst academics (Grigg and Sheehan 1989; Hattie et al. 1991; Hattie et al. 1994). Indeed Fox(1983) argues that research work only becomes 'a work' in the academic world when it takes on theconventional, physical form of a published paper or its equivalent. Where such is the case, postgraduatestudents research outputs can be measured in tangible formats such as: paper presentations made atconferences, seminars or workshops, articles published in journals, or books published.

Few researchers have tried to look at the librarys role in enhancing research productivity, majorityhowever, concentrate on measuring library use and learning outcomes of which research productivity is a subset.In an early work carried out by Barkey (1965), the study found a direct correlation between books borrowedfrom the library by freshmen and their grade point averages. Hiscock (1986) investigated influence of library

use on academic performance, but was unable to establish a strong relationship between library usage and

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academic performance. Qun and Onwuegbuzie (1997) in a study on reasons for university library usage, found

out that academic achievement, semester course load, number of earned credit hours, etc. have no significantinfluence on how frequently students use the library. In a more recent study, Watson (2001) focused on howstudents perceptions of the library could influence their educational outcomes, the study discovered among

other things, that students feel strongly that the library is a place to use technology but do not correlate this

function with their academic success or failure. Whitmire (2002), also examined the relationship between libraryresources and services and students educational outcomes, the study revealed that library resources and serviceshad almost no influence over undergraduates use of library or their self reported gains in critical thinking

skills.Among the few studies that looked directly at research productivity, Majid, Eisenschitz and Anwar

(1999), studied library use pattern of Malaysian agricultural scientists, the result of the study revealed that

majority of the respondents (88.4%) used the library extensively while writing research reports, 87.5% alsoadmitted using the library extensively while writing research proposals. This can be inferred to mean that thereis a relationship between library use and research outputs. Liu and Allmang (2008) assessed customer

satisfaction at the National Institute of Standards and Technology Research Library (NIST), findings revealedthat library services do have impact on research outputs as attested to by 71% of the respondents who affirmedthat library services were valuable to their publishing in refereed journals. Another 69% affirmed that it assistedtheir presentations at a conference. Singh (2007) in another study of postgraduate students use of library

resources for research found out that the respondents were generally satisfied with the resources (books,journals, databases, indexes, etc.) provided by the library and with the services (e.g. information skills classes,inter-library loans, etc.) In general, the students felt that the library had been useful to them in their research.

VI. MethodologyThe descriptive research approach was used for the study. The study consists of 359 postgraduate

students admitted as at May, 2010 (Babcock University, School of Postgraduate Studies, 2011). Enumerativesampling method was employed as all members of the population were given opportunity of participating in thestudy. A questionnaire titled Library use and research productivity questionnaire (LURPQ) was used for datacollection.Out of 359 copies of the questionnaire sent out, 116 were filled and returned successfully.

Presentation of findingsMajority of the respondents who filled the questionnaire were male 61(52.6%), while 55(47.4%) were

female. Most of the respondents were also pursuing doctoral degrees 67 (57.8%), a few were enrolled for Mphil6 (5.2%) while the remaining 43 (37.1%) were enrolled for Masters degree. This gave an indication that moredoctoral students are enrolled in the postgraduate school.

Extent to which postgraduates students make use of the university libraryRespondents were asked to indicate the extent to which they utilize library services. The findings are

presented in the Fig. 1.

Fig. 1. Use of library services

10.30% 11.20%

39.70% 38.80%

Not at all To a little

extent

To a moderate

extent

To a large

extent

Findings from Fig. 1 indicates that most postgraduate students make use of library services as seen in thenumber of respondents who use library services to a large and moderate extent.

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Importance of library services for researchRespondents were asked to rate the degree of importance attached to library services for the purpose of

research. The result is presented in table 1.

Table 1: Importance of library services for research

Library services Veryimportant

Important Moderatelyimportant

Unimportant

Rank

Books (print) 96(82.8%) 20(17.2%) 1st

Internet provision 89(76.7%) 27(23.3%) 2n

Electronic journals 81(69.8%) 29(25%) 6(5.2%) 3r

Opening hours 77(66.4%) 21(18.1%) 12(10.3%) 6(5.2%) 4t

Reading spaces 76(65.5%) 18(15.5%) 16(13.8%) 6(5.2%) 5t

Current awareness 68(58.6%) 24(20.7%) 12(10.3%) 12(10.3%) 6th

Print journals 66(56.9%) 38(32.8%) 12(10.3%) 7th

Bibliographies 66(56.9%) 32(27.6%) 12(10.3%) 6(5.2%) 7t

Online public access catalogue 64(55.2%) 27(23.3%) 19(16.4% 6(5.2%) 8t

Library website 62(53.4%) 48(41.4%) 6(5.2%) 9t

User education/training in library use 61(52.6%) 42(36.2%) 6(5.2%) 7(6%) 10t

Referral 61(52.5%) 23((19.8%) 26(22.4%) 6(5.2%) 10t

CD-ROM search 54(46.6%) 34(29.3%) 22(19%) 6(5.2%) 11t

Photocopying 45(38.8%) 43(37.1%) 28(24.1%) 12t

Personal assistance of library staff 37(31.9%) 61(52.6%) 18(15.5%) 13t

Inter library loan 32(27.6%) 38(32.8%) 33(28.4%) 13(11.2%) 14th

Table 1 reveals a rank order of the degree of importance attached to library services. Books (print) is

placed the most important followed closely by internet provision and electronic journals while personalassistance of library staff and inter library loan were ranked the least. The findings in this case indicate thatprinted books are still very essential to the university community even in the face of electronic resources. The

findings agrees with that of Hiller (2001) whose study found out that respondents placed increased importanceon electronic resources. It also affirms the study of Anunobi, Nwakwuo and Ezejiofor (2010) which affirmed theimportance of serials (print or non print) to postgraduate research.

Research productivity of postgraduate studentsRespondents were asked to state the number of publications they have had within the last two years in

order to ascertain their productivity level. Publication for the purpose of this study includes paper presentationsmade at conferences, seminars or workshops, articles published in journals, or books published. The result is

shown in table 2.

Table 2: Publications within the last two years

Number of publicationsFrequency

Percentage

1-2 39 33.6

3-4 26 22.4

5 & above 0 00.0

NONE 51 44

Total 116 100.0

The results revealed that 39(33.6%) of the respondents had 1or 2 publications within the last two years,26(22.4%) had 3 to 4 publications, while 51(44%) were not able to come out with any publication. Consideringthe fact that more than half of the respondents have had at least one publication within the last two years, one

can assume that the overall research productivity of postgraduate students at Babcock University is aboveaverage.

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Extent to which the library facilitated research productivityIn order to establish the role of the university library in facilitating the publications of postgraduate

students, the respondents were asked to indicate the extent to which materials cited in their publications weregotten from the university library. The result is presented in table 3.

Table 3: Extent to which materials cited in publications were gotten using the university library Statement Frequency Percent

To a great extent 53 45.7

To some extent 63 54.3

Total 116 100.0

Table 3 shows that 53(45.7%) of the respondents found the materials cited in their publication, usingthe university library, to a great extent while 63(54.3%) found materials cited from the university library tosome extent. Although not at all was also an option, none of the respondents indicated it which implies that all

those who had at least one publication consulted the university library. As a means of ascertaining that theuniversity library was actually useful to achieving the publications, respondents were also asked to indicate if

they would have achieved a similar result without the use of library services. In response to this, 91 (78.4%) ofthe respondents affirmed that they would not have achieved a similar result without the use of library services,while 24 (21.6%) affirmed that they would have achieved similar result even without the use of the universitylibrary services.

The finding supports the work of Majid, Eisenschitz and Anwar (1999), whose study found out thatmajority of the respondents (88.4%) use the library extensively while writing research reports, 87.5% of therespondents also admitted to using the library extensively while writing research proposals. It is also inagreement with the work of Liu and Allmang (2008) whose findings revealed that library services do have

impact on research outputs as attested to by 71% of the respondents.

Recommendations for improving library servicesAs a means of proffering solutions to better the services of the university library, respondents were

asked to make suggestions to that effect. The result is shown in table 4.

Table 4: Suggestions for improving library services

Statement Frequency Percentage

Stable internet facility 33 28.4

Staff training to improve staff-user

relationship

22 19.0

Provision of current materials 18 15.5

Increase in the number of

computers

11 9.5

Provision of research consultancy 9 7.8

Not stated 20 17.2

Total 116 100.0

Table 4 shows that most of the respondents who made suggestions 33 (28.4%) want stable internetfacility which is an indication that the internet facility on ground may not be working so well. Another 22 (19.0)want staff training for library staff to improve staff user relationship. Considering the ranking of importancegiven to personal assistance of library staff, this suggestion does not come as a surprise. The least number of

respondents 9 (7.8%) made recommendation for research consultancy, 20 (17.2%), however, choose not to makeany suggestion.

VII. Conclusion and recommendationsThis study has established that library services are of utmost importance to the research productivity of

postgraduate students as all the respondents who were able to have at least one publication within the last twoyears affirmed using the library. The study also established that postgraduate students still cherish the provision

of printed books in the library as they ranked it as the most important service for research productivity.Although personal assistance of library staff was ranked very low in importance, suggestions made for the

training of library staff to improve staff-user relationship show that the respondents value the assistance oflibrary staff but may not be happy with the way library staff relate to users presently.

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Based on the findings, the study makes the following recommendations:

1 Babcock University library should carry out staff training to enhance staff user relationship. This isnecessary for enhancing staff assistance to users while also improving user perception of library staff

2

Considering the fact that books (print) were ranked highest in respect to importance to research, the

university library should not relent in providing current books.

3

The university library should also endeavour to provide stable internet facility to enhance research.

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Value-Based Education: Professional Development vital towards effective integration


Todays world is aware of the importance and relevance of value based education. It is sad to note that

the teachers today often are "unmindful" of the tremendous responsibility they have but feel contented withcovering the curriculum and producing intellectuals rather than humans. Lickona (1993) noted that Charactereducation is far more complex than teaching math or reading; it requires personal growth as well as skills

development. Yet teachers typically receive almost no pre-service or in-service training in the moral aspects of

their craft. Many teachers do not feel comfortable or competent in the values domain. (p. 11) The teachers aretrained and qualified to teach disciplines such as mathematics but are rarely trained to teach values which isusually a very challenging thing to do. This may also be because value education does not form a separate

subject of study or examination at any stage of the curriculum. Irrespective of why many training workshops arenot available for the educators to imbibe values education, there is a strong need for training teachers in thetopic for better outcome. The question that arises is Are teachers trained to implement such curriculum? So,the question of how well the teachers know to impart such knowledge or be effective in promoting effective

learning in values education needs to be answered.

Importance of teacher training towards a goal of high quality educationValues are essential building blocks on which an education for a humanistic and international society

must be built on. This boosts self esteem both personal and cultural; promote respect and tolerance for others asindividuals and as members of ethnic/cultural groups; and creates a sense of belonging. Value based education

promotes a secure physical, emotional and political locus within society; a sense of responsibility in relation tosocial, political, economic, cultural and environmental factors, an appreciation of the importance of learning(Sanyal, 2000). This approach to education can probe a well-rounded development and help students aim the

highest (Eidle, 1993).Practice what you preach is a saying that is very apt forteachers when it comes to values education.

Teachers need to be able to imbibe values in their attitude and in action to be able to bring them into theirclassrooms. Narvaez and Lapsley (2008) looked at education as a value-infused enterprise and addressed the

question of how to train teachers for positive character formation. They noted that teachers implicitly impartvalues when they select and exclude topics; when they insist on correct answers; when they encourage studentsto seek the truth of the matter; when they establish classroom routines, form groups, enforce discipline,

encourage excellence.

Preparing teachers as Values Educators and the 21stcentury value education schools

Confucius has outlined the ethics of teaching in three beautiful words. Ren - means an act of utmostlove. Yi - refers to moral uprightness. Li - indicates etiquettes in personal and institutional life. According toConfucian theory, only a person who is always a source of love, morally upright and whose behavior not only inpersonal but also in the institutional life is impeccable, is worthy of being a teacher. An ideal teacher is a guide

and source of interest who loves the subject, the profession and last but not the least loves the students. It is verychallenging for the 21

stcentury educators to keep up with the changing world unless they are lifelong learners

and an effective catalyst to this social and economic change.

Today we are in a technological world where things are happening fast. A question that educators askthemselves is whether they are capable of training the young citizens to be the torch barriers of the noble humanworld. It is not just enough for the young learners to acquire knowledge to earn a living but also require them tobe a good citizen and be educated as a whole child. Changing world at different levels raises a big concern to

focus on the relevance and importance of value education at the same time emphasizes on the need to trainteachers in new techniques to promote a quality system of education with a focus of value based education.

Before planning an orientation workshop for teachers, it is important first to understand how to construct avalues curriculum for quality education. Following are the steps that administrators and curriculum developerscan take to structure the value based curriculum:1. Articulate Vision statements and the underlying principles of value based curriculum2. Outline values to be integrated in the curriculum3. Duration and formulation detailed specific objectives and lesson plans for each value according to age andmental maturity.4. Selection of appropriate activities, seminars, fieldwork, group-work & projects necessary to achieve the

objectives.5. Integrating values in every subject based on the needs of the individual and society.6. Organizing these units meaningfully in a coherent simple way

7. Outlining an evaluation plan to assess the manner in which values objective is attained8. Ongoing scope of open discussion with parents and community about the improvement of the curriculum

9. Modifying and improving the Curriculum based on the above step and finalization.

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10. Planning teacher training workshop and orientation on value based curriculum to promote understanding of

the underlying principles and aim to create robust learning environmentAfter a school has successfully planned a values curriculum, it is very important that the school plans

orientation training workshop for teachers to enable them to implement and integrate the curriculum into the

class effectively.

Ideas for successful teacher trainingMultiple schools worldwide have introduced Value-Based programs as part of their curriculum. Thesecurriculums are getting very popular in the schools in UK and India, and are getting attention in the schools in

USA as part of character education. Training and discussion is needed to understand the underlying principles,aim and approach to value based education. Workshops could provide a platform to teachers to practice teachingan activity that imbibe values as well as give them an opportunity to experience it as a child. Through thesetrainings teachers can not only understand their own values and strengths but also gain a better understanding of

their students.Values cannot be just taught students but have to be modeled and imbibed by adults and teachers so

that they become part of the character of the individual. The values curriculum promotes a learning environmentwhere values are absorbed progressively and through a variety of activities structured according to the relevanceand age of the students. The process of learning is based on experiences, action and reflection through project-based learning, seminars, group-work, dialogue, role-play, films and other media presentations, fieldwork.

Teacher training is needed to help teachers equip with new strategies and techniques to promote valueslearning. The following components can be included in a 3-5 days workshop for training teachers to integratevalues in their classroom and make it an experiential learning:

1. Workshops need to be interactive2.

Discussion on underlying principles, aim and approach to values education with mentors3.

Guide teachers in day to day lessons and transactions. Practice teaching an activity, experience an activityas a student and receive feedback from one another

4. Equip teachers to provide as many real-life situations to imbibe a value. Share creative thoughts amongeach other

5.

Open discussion with teachers on new ideas for improving and evolving the curriculum

Through value oriented teacher education, the challenge of teacher education to prepare teachers to take care ofthe holistic education of children can be resolved. New courses and professional programs are being developedby several institutions to enable value education to be integrated in the academic curriculum. National Council

for Teacher Education (NCTE) is well aware of the challenge in providing value orientation to teacher educationand has been conducting orientation programs on education in human values for teacher educators. Titles relatedto value education available from the NCTE web site are:Education for Character Development; Education forTomorrow;Report of the Working Group to Review Teachers' Training Programme;Role and Responsibility of

Teachers in Building up Modern India; Gandhi on Education; Sri Aurobindo on Education; and Tilak onEducation (http://www.ncte-in.org ).

Furthermore, the following approaches can be used for teaching values in character building activities

as reported on the UNESCOAPIED on Education for Affective Development1. Telling: A process for developing values that enables a pupil to have a clear picture of a value _ ladensituation by means of his own narration of the situation.2. Inculcating: An approach geared towards instilling and internalizing norms into person's own value systems.

3. Persuading: the process of convincing the learner to accept certain values and behave in accordance with whatis acceptable.

4. Modeling: A strategy in which a certain individual perceived as epitomizing desirable/ideal values ispresented to the learners as a model.5. Role playing: Acting out the true feelings of the actor(s) by taking the role of another person but without therisk of reprisals.6. Simulating: A strategy in which the learners are asked to pretend to be in a certain situation called for by thelesson and then to portray the events and also by imitating the character's personality.7. Problem solving: An approach wherein a dilemma is presented to the learners asking them what decisionsthey are going to take.

8. Discussing situations, stories, pictures, etc: This technique asks the learners to deliberate on and explain thedetails in the lesson.9. Studying biographies of great men: This is an approach that makes use of the lives of great men as the subject

matter for trying to elicit their good needs and thoughts worthy for emulation.10. Moralizing: The process of working out a sense of morality through active structuring and restructuring of

one's social experiences (e.g. moral reasoning and analysis)

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11. Values clarification: Values clarification as a strategy for values development may be considered as learner-

centered. It relies heavily on the pupils ability to process his beliefs, behave according to his beliefs and to makea decision whenever confronted with a value dilemma. (As cited in http://www.ncte-india.org/pub/rimse/spk4.htm)

III.

ConclusionValues education help students find their place in the world and build their self-confidence. Values in aschool curriculum add a dimension to that promote holistic development of the students and benefits theiracademic achievement. Teachers feel a need to introduce experiential approaches to values education as a meansto counter an overly cognitive national curriculum and to address issues of behavior, discipline and socialattitudes. The role of teachers cannot be deemed minor in developing good character among students. Values

educators must facilitate a student's personal internalized discovery that one would want to be a values-orientedand values-guided person because through such activity one can feel good about oneself, respect oneself, andesteem oneself well (Eidle, 1993). Professional development sessions allowing educators to interact with each

other lets individuals examine and view his or her own beliefs differently by using thoughts and testimoniesfrom others; such experiences permit individuals to make sense of the world around them which istransformative learning (Cranton & King, 2003). There are some training workshops available worldwide forimplementing value based education that have tremendously helped teachers develop skills to create a value

based environment that promote inspiring and active listening classrooms. Much remains to be done in thisdirection to make this effort meaningful and worthwhile, keeping in mind what is best for the future.

References[1] Arweck, E., Nesbitt, E., & Jackson, R. 2005. Common values for the common school? Using two values education programmes to

promote spiritual and moral development.Journal of Moral Education. 34 (3). 325-342.

[2] Burra, H. 2007. Value Based Education: A Need of Today. Associated Content. Retrieved from

http://www.associatedcontent.com/article/355207/value_based_education_a_need_of_today.html?cat=4 .

[3] Cavazos, L., F. 2002. Emphasizing Performance Goals and high-quality education for all students. Phi Delta Kappan. 83 (9).

[4] Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New Directions for Adult and

Continuing Education, 98, 31-37.

[5] Eidle, W., R. 1993. Values education and self-esteem. Education. 113(4).

[6] Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6- 11.

[7] Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher education. The Teacher Educator, 43

(2), 156172.

[8]

National Council for Teacher Education (NCTE). 2013. Retrieved from http://www.ncte-india.org/pub/rimse/rimse.htm[9] Sanyal, B., C. 2000. Need for value-based education in the twenty-first century. Here-now4u Online Magazine. Retrieved from

http://www.here-now4u.de/ENG/need_for_the_value-based_educa.htm
http://www.ncte-india.org/pub/rimse/spk4.htmhttp://www.ncte-india.org/pub/rimse/spk4.htmhttp://www.ncte-india.org/pub/rimse/spk4.htmhttp://www.associatedcontent.com/article/355207/value_based_education_a_need_of_today.html?cat=4http://www.here-now4u.de/ENG/need_for_the_value-based_educa.htmhttp://www.here-now4u.de/ENG/need_for_the_value-based_educa.htmhttp://www.associatedcontent.com/article/355207/value_based_education_a_need_of_today.html?cat=4http://www.ncte-india.org/pub/rimse/spk4.htmhttp://www.ncte-india.org/pub/rimse/spk4.htm

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IOSR Journal ofResearch & Method in Education (IOSR-JRME)e-ISSN: 2320-7388, p-ISSN: 2320-737X Volume 1, Issue 1 (Jan - Feb. 2013), PP 21-25www.iosrjournals.org


Providing Physical Fitness and Wellness for the School Children

through School Health Programme

Ajayi-Vincent, O.B (PhD).Ekiti State University, AdoEkiti. Dept. of Human Kinetics & Health Education.

Abstract:Today, inactivity and unhealthy lifestyle habits have eaten deep into the fabric of modern mans lifeposing serious threat to good health. To address this trend requires urgency in looking for means by which the

awareness of man could be re-awaken towards ways by which an individual can be equipped with knowledge to

improve his health by taking actions that guarantee better and healthier life. This paper therefore discussed

physical fitness, wellness and their components in relation to how they could be provided for, through a well

planned and implemented school health education programme for the school children to combat inactivity and

negative lifestyle habits. It was concluded that a well planned, organized and funded school health programme

can provide for physical fitness and wellness programme in the school system.

I.

IntroductionThe importance of good health to human life is very immense when the kind of life to be enjoyed and

productivity to various phases of human endeavour are quantified. The concept of good health has gone beyond

the idea of completeness of state and absence of illness or not being sick in bed. Nations have embraced thenotion of health as a state of positive and total well-being involving all the dimensions/components of health

(physical, mental, social, emotional, spiritual etc.) (Hoeger and Hoeger, 1996). According to Ajayi- Vincent and

Adesina (2008) quoting Hahn and Payne 1999, it is the ability to access and apply resources from the various

dimensions of health to the experiences of daily living, thus assuring growth and development and the sense of

well-being that it affords. A state of well-being that guarantees individuals optimum efficiency both at work,

play and to life in the society.

Physical fitness and wellness are two terms that are usually used interchangeably to express good

health. The two are good pointers to what good health stands for but it is worthy of note that they are not

synonymous in the real sense of it. One is a component of the other, fitness is the ability to persevere on a taskwhere an unfit persons fail. It is a component of wellness which implies a constant and deliberate effort to stay

healthy and achieve the highest potential for well being.Good health however, is a highly valued asset in any sane society, possession of which is crucial if an

individual wishes to get the greatest possible satisfaction from life and make his fullest contributions to it. This

is the essence of school health education in the school system. Health education in the school system is an

outgrowth of the universal search for more effective and more enjoyable living (Adegboyega, Ajayi-Vincent and

Adesina, 2005). It was realized that school as an agent of cultural transfer and change can also prepare a person

to do what is necessary for the protection, preservation and promotion of his health. Saddled with theseresponsibilities, it becomes imperative for the school to administer the school health education programmes

leading to the achievement of these goals effectively.

It is therefore the focus of this paper to discuss physical fitness and wellness in relation to the life of the

school children and life in our society and the way by which they can be provided for through administration of

a good and functional school health programme.

II. What is Physical Fitness?The ability of an individual to adapt and respond favourably to physical efforts could be seen as

physical fitness. It is the degree to which an individual is able to function effectively or live a full and balancedlife. In the words of Hockey (1993), physical fitness is the ability to carry out daily tasks with vigour and

alertness, without undue fatigue and with ample reserved energy to enjoy leisure time pursuits and to meet

unforeseen circumstances and emergencies. According to Hoeger and Hoeger (1996), this implies that

individuals are physically fit when they can meet both the ordinary and unusual demands of daily life safely and

effectively without being overtly fatigued and still have energy left for leisure and recreational activities.

Maintaining a high level of physical fitness generally should be an aspiration for all, because of its immense

contribution to healthy and meaningful life (Nwankwo and Salawu 1995).

Physical fitness as a construct can be classified into two namely, health-related and motor performance-

related fitness components. The main interest of this paper is in the health-related fitness components, although

the performance-related components are of immense benefits when competitive sports are involved. The health-

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Providing Physical Fitness and Wellness for the School Children through School Health Programme


where scientific information are disseminated to the school children as well as methods of applying the acquired

information.

This phase provides a veritable ground for dissemination of information that bother on physical fitness

and wellness programme. The only way for any school to achieve this is to design and encourage a well

structured school health instruction programme, with adequate class periods allotted for regular in

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